NCSS Strands I. Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity. II. Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. IV. Individual Development and Identity
Social studies programs should include experiences that provide for the study of individual development and identity. V. Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. VI. Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. IX. Global Connections
Social studies programs should include experiences that provide for the study of global connections and interdependence. X. Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship
NCTE/IRA
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
NETS 1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities. 2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results. 4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Chinese Menu Math/Checkbook Math Standards
NETS
NCTM Skills
Addition, subtraction, multiplication, division of whole numbers and decimals, decimals as percents, percentage of a number Assessment
Tests, worksheets, balanced checkbook, class participation
Geometry Standards
NETS
NCTM Skills Assessment
Geography/Countries of Asia/Land China Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environments
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
IX. Global Connections
Skills Assessment
Silk Road Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environments
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
IX. Global Connections
Proverbs/Folktales (reading and writing) Standards
NCSS Strands
I. Culture
IV. Individual Development and Identity
V. Individuals, Groups, and Institutions
NCTE/IRA 1. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. 9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NETS
Skills
Vocabulary development (Proverbs for the Erudite) Assessment
Discussion participation, group work, rubric, writing of proverb story, interpretation of proverbs, written explanation of proverbs,
Calligraphy/Chinese Language Phy creates Beth Ann lesson.....Susan creates chop lesson
not quite finished...needs scan or picture of finished chop/red stamp pad.
Standards
NCSS Strands
I. Culture
NCTE/IRA
8.Students use a variety of technological and information resources
NETS
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
WORLD LANGUAGES ACTFL?
Skills Assessment
Art/Symbolism Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
VIII. Science, Technology, and Society
Journals Through History: Ancient China: From Dynasty to Destiny
China's First Dynasty
Inspiration How To
Dynasties Lesson Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
VI. Power, Authority, and Governance
NETS
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship (cite resources of images placed on Inspiration)
6. Technology Operations and Concepts
NCTE/IRA
Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information (Research component)
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience. (Poetry component)
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
Skills Assessment
History of China/Inventions Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
Skills
NETS
NCTE/IRA
OBJECTIVE OR PURPOSE: A series of SMART lessons would be created on several topics relating to the study of China which is an ongoing integrated program in each of the fifth grade classrooms, coordinated by all the fifth grade teachers. Lesson topics include: Belief Systems; Chinese Menu Math/Checkbook Math; Geometry; Geography/Countries of Asia/Land and People of China; Silk Road; Research Process; Proverbs/Folktales (reading and writing); Calligraphy/Chinese Language; Art/Symbolism; History of China/Dynasties. These lessons will enrich and broaden all fifth grade students’ knowledge and appreciation of Chinese culture. SMART lessons would enable us to create skills-based instruction, linking resources to each lesson, along with outcomes and assessment, helpful to all fifth grade teachers and assistants.
SIGNIFICANCE OF PROJECT: As the LS classrooms will all have SMARTBOARDS next year, these lessons will form a basis for grades 3-5 to adapt to their specific curricular endeavors. Because the creation of comprehensive SMART lessons is extraordinarily time-consuming, having ample planning time for gathering resources, constructing SMART lessons, and linking them appropriately within our Rubicon Atlas Mapping system would maximize the potential of this major technological investment. This would maximize the potential particularly for those fifth grade team members new to SMART technology. Having the structure of SMART LESSONS in place will ensure consistency of instruction of the required skills and strategies of the fifth grade curriculum, and will help the other teachers who are new to SMART Technology, gain experience with the tools. Our lessons will provide templates and models allowing us to mentor other teachers and assistant teachers in the creation of their lessons and the development of their curricula.
The development of a clear and detailed curriculum plan for the teaching of China in the fifth grade would be especially beneficial as we continue the mapping of our curriculum schoolwide.
BUDGET PLAN:
Salary: $15.00 per hour x 100 (minimum) = $1500.00 each person
travel expenses: museums, transportation: $200 each person
HAS SUPPORT BEEN REQUESTED FOR THIS PROJECT FROM OTHER SOURCES? no
TIME SCHEDULE:
Probable duration of project: This project would be ongoing from June through August, with additional ongoing adaptation and extension of SMART lessons throughout the 2010-2011 school year
Amount of time to be devoted by faculty member
10-15 hours per topic (10 Topics) = 100-150 hours per person
REPORTS OR PUBLICATIONS FORTHCOMING AS A RESULT OF THE GRANT
Published SMART lessons for use by all 5th Grade Faculty
Published SMART lessons that can be adapted for use beyond the 5th Grade
Presentation to LS Faculty on SMART board tips and best practices
Atlas Rubicon Mapping of all SMART lessons and their assessment
Presentations at PETE & C and/or NECC
Curricular Technology Committee Workshops throughout the year
Addition of these resources to the LS Professional Development Blackboard Course: Interdisciplinary Studies
Submissions to Discovery Star Educator Network
Welcome to our new wiki!!
PhySueChinaSmart is our wiki about our Kast Grant from the Summer of 2010.Important Websites and Documents
http://www.readwritethink.org/files/resources/interactives/acrostic/http://www.ckcolorado.org
http://www.jasonohler.com/resources/educ-wisdom.cfm
Ideas
BooksPostcards from China
Postcard Activity
Standards
Technology Standards:http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Language Arts Standards:
http://www.ncte.org/standards
Social Studies Strands:
http://www.socialstudies.org/standards/strands
NCGE National Council for Geographic Education
http://www.ncge.org/i4a/pages/index.cfm?pageid=3314
Partnership for 21st Century Skills:
http://www.p21.org/
Standards
NCSS StrandsI. Culture
Social studies programs should include experiences that provide for the study of culture and cultural diversity.
II. Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
IV. Individual Development and Identity
Social studies programs should include experiences that provide for the study of individual development and identity.
V. Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
VI. Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.
IX. Global Connections
Social studies programs should include experiences that provide for the study of global connections and interdependence.
X. Civic Ideals and Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship
NCTE/IRA
NETS
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d. process data and report results.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple processes and diverse perspectives to explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
NCGE National Council for Geographic Education
http://www.ncge.org/i4a/pages/index.cfm?pageid=3314
Assessment/Standards
Partnership fro 21st Century Skills: (by end of 4th grade students should have had experience with:
OUR SMART LESSONS:
Belief Systems
Skills
Assessment
Chinese Menu Math/Checkbook Math
Standards
NETS
NCTM
Skills
Addition, subtraction, multiplication, division of whole numbers and decimals, decimals as percents, percentage of a number
Assessment
Tests, worksheets, balanced checkbook, class participation
Geometry
Standards
NETS
NCTM
Skills
Assessment
Geography/Countries of Asia/Land China
Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environments
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
IX. Global Connections
Skills
Assessment
Silk Road
Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
III. People, Places, and Environments
VI. Power, Authority, and Governance
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
IX. Global Connections
Skills
Assessment
Research Process
http://www.readwritethink.org/files/resources/interactives/essaymap/
Standards
NCTE/IRA
NETS
Skills
Assessment
Proverbs/Folktales (reading and writing)
Standards
NCSS Strands
I. Culture
IV. Individual Development and Identity
V. Individuals, Groups, and Institutions
NCTE/IRA
1. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
NETS
Skills
Vocabulary development (Proverbs for the Erudite)
Assessment
Discussion participation, group work, rubric, writing of proverb story, interpretation of proverbs, written explanation of proverbs,
Calligraphy/Chinese Language Phy creates Beth Ann lesson.....Susan creates chop lesson
Chop Lesson
Chinese_Calligraphy_Chop.notebook
- Details
- Download
- 402 KB
StandardsNCSS Strands
I. Culture
NCTE/IRA
8.Students use a variety of technological and information resources
NETS
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
WORLD LANGUAGES ACTFL?
Skills
Assessment
Art/Symbolism
Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
IV. Individual Development and Identity
VIII. Science, Technology, and Society
NETS
Skills
Assessment
History of China/Dynasties
Dynasties.notebook
- Details
- Download
- 3 MB
http://www.google.com/squared/search?q=dynasties+of+Chinahttp://www.kidspast.com/world-history/0125-civilization-in-china.php
Discovery Streaming for Dynasties:
Journals Through History: Ancient China: From Dynasty to Destiny
China's First Dynasty
Inspiration How ToDynasties Lesson Standards
NCSS StrandsI. Culture
II. Time, Continuity, and Change
VI. Power, Authority, and Governance
NETS
1. Creativity and Innovation
2. Communication and Collaboration
3. Research and Information Fluency
4. Critical Thinking, Problem Solving, and Decision Making
5. Digital Citizenship (cite resources of images placed on Inspiration)
6. Technology Operations and Concepts
NCTE/IRA
Skills
Assessment
History of China/Inventions
Standards
NCSS Strands
I. Culture
II. Time, Continuity, and Change
VII. Production, Distribution, and Consumption
VIII. Science, Technology, and Society
Skills
NETS
NCTE/IRA
OBJECTIVE OR PURPOSE: A series of SMART lessons would be created on several topics relating to the study of China which is an ongoing integrated program in each of the fifth grade classrooms, coordinated by all the fifth grade teachers. Lesson topics include: Belief Systems; Chinese Menu Math/Checkbook Math; Geometry; Geography/Countries of Asia/Land and People of China; Silk Road; Research Process; Proverbs/Folktales (reading and writing); Calligraphy/Chinese Language; Art/Symbolism; History of China/Dynasties. These lessons will enrich and broaden all fifth grade students’ knowledge and appreciation of Chinese culture. SMART lessons would enable us to create skills-based instruction, linking resources to each lesson, along with outcomes and assessment, helpful to all fifth grade teachers and assistants.
SIGNIFICANCE OF PROJECT: As the LS classrooms will all have SMARTBOARDS next year, these lessons will form a basis for grades 3-5 to adapt to their specific curricular endeavors. Because the creation of comprehensive SMART lessons is extraordinarily time-consuming, having ample planning time for gathering resources, constructing SMART lessons, and linking them appropriately within our Rubicon Atlas Mapping system would maximize the potential of this major technological investment. This would maximize the potential particularly for those fifth grade team members new to SMART technology. Having the structure of SMART LESSONS in place will ensure consistency of instruction of the required skills and strategies of the fifth grade curriculum, and will help the other teachers who are new to SMART Technology, gain experience with the tools. Our lessons will provide templates and models allowing us to mentor other teachers and assistant teachers in the creation of their lessons and the development of their curricula.
The development of a clear and detailed curriculum plan for the teaching of China in the fifth grade would be especially beneficial as we continue the mapping of our curriculum schoolwide.
BUDGET PLAN:
Salary: $15.00 per hour x 100 (minimum) = $1500.00 each person
travel expenses: museums, transportation: $200 each person
HAS SUPPORT BEEN REQUESTED FOR THIS PROJECT FROM OTHER SOURCES? no
TIME SCHEDULE:
Probable duration of project: This project would be ongoing from June through August, with additional ongoing adaptation and extension of SMART lessons throughout the 2010-2011 school year
Amount of time to be devoted by faculty member
10-15 hours per topic (10 Topics) = 100-150 hours per person
REPORTS OR PUBLICATIONS FORTHCOMING AS A RESULT OF THE GRANT
Published SMART lessons for use by all 5th Grade Faculty
Published SMART lessons that can be adapted for use beyond the 5th Grade
Presentation to LS Faculty on SMART board tips and best practices
Atlas Rubicon Mapping of all SMART lessons and their assessment
Presentations at PETE & C and/or NECC
Curricular Technology Committee Workshops throughout the year
Addition of these resources to the LS Professional Development Blackboard Course: Interdisciplinary Studies
Submissions to Discovery Star Educator Network